Which of these figures has a line of symmetry drawn correctly?

Shape A and Shape B

Shape B and Shape D

Shape A

Shape C​

No thousands, just 70

Answer:

seven

Step-by-step explanation:

Answer: this is a acute triangle

Step-by-step explanation: acute triangle angles are all less than 90°

Answer:

15 days

Step-by-step explanation:

if she eats 1/3 cup of outmeal each day then in 3days she will have eaten 1 cup so to get to 2cups he will have to eat for 3 more days so it goes 3 days by 3 days this will be easy to do on a number line but you could also just multiplying the 3days times the 5 cups because thats how many cups you want to get to finish so it will be 15 the 15 days it took me time to understand ‍ hope this was helpful

The number of days is 15 days.

A rate is a ratio that compares two quantities of DIFFERENT. kinds of UNITS. A unit rate has a denominator of 1 unit when the rate is written as a fraction. To write a rate as a unit rate: divide the numerator and the denominator of the rate by the denominator.

here, we have,

to determine the number of days

From the question, we have the following parameters that can be used in our computation:

Size = 5 cups

Rate = 1/3 cup per day

The question illustrates unit rates

A unit rate is a rate in which the denominator of a ratio is 1 unit.

In other words, it is the amount of something per one unit of another thing.

Using the above as a guide, we have the following:

Number of days = 5/(1/3)

Evaluate the quotient

Number of days = 15/1 days

This gives

Number of days = 15 days

Hence, the number of days is 15

Read more about unit rates at

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Answer:

-54

Step-by-step explanation:

8-5xy3    x=3 y=-2

3xy3

3(3)(-2)3

9(-2)3

-18*3

-54

Step-by-step explanation:

There is a vertical asymptote x=3 and x=-1 so our rational function will contain

(x-3)(x+1).

Since we have a horinzintal asymptote, our numerator will be either a constant function, or linear function.

we have a zero at approximately, at 1 so our numerator will include

[tex] \frac{x - 1}[/tex]

So our rational function is

[tex] \frac{x - 1}{(x - 3)(x + 1)} [/tex]

There is a vertical asymptote x=3 and x=-1 so our rational function will contain option C [tex]f(x) = \dfrac{x-1}{(x-3)(x+1)}[/tex].

The line y = a is a horizontal asymptote if the function f(x) tends to 'a' from the upside of that line y = a, or from downside of that line.

Since we have a horizontal asymptote, our numerator will be either a constant function or a linear function.

We have given a zero at approximately, 1 so our numerator will include (x-1).

So our rational function is

[tex]f(x) = \dfrac{x-1}{(x-3)(x+1)}[/tex]

Learn more about horizontal asymptotes here:

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Answer:

option B

Step-by-step explanation:

[tex]f(x) = \frac{x + 2}{x + 1} [/tex]

Answer:

5.907

Step-by-step explanation:

I believe if you multiply 3 times 1.79 you get 5.37 then if you multiply 0.3 times 1.79 you get 0.537. If you combine the 2 you get 5.907. I think this is correct not sure though D:

Answer:

multicultural

Step-by-step explanation:

Answer:

A. Multicultural

Step-by-step explanation:

It shows later in the sentence that they ate Thai noodles and Egyptian falafel those come from different cultures so it must be multicultural

so let's say the equation is y = ax² + bx + c, where a,b,c are constants.

we know that f(3) = 5, or namely when x = 3 , y = 5.

we also know that f'(3) = 6, or namely the slope at the point (3,5) is 6.

we also know that at (3,5) the 2nd derivative is 4, so a positive number simply tell us its concavity, is up, so is a parabola opening upwards.

[tex]y=ax^2+bx+c\implies \left. \cfrac{dy}{dx}=2ax+b \right|_{x=3}~~ = ~~ 6\implies 6=2ax+b \\\\\\ 6=2a(\stackrel{x}{3})+b\implies 6=6a+b\implies 6-6a=b\implies \boxed{6(1-a)=b} \\\\[-0.35em] ~\dotfill\\\\ \left. \cfrac{d^2y}{dx^2}=2a \right|_{x=3}~~ = ~~4\implies 2a=4\implies a=\cfrac{4}{2}\implies \boxed{a=2}~\hfill \boxed{-6=b} \\\\[-0.35em] ~\dotfill[/tex]

[tex]y=2x^2-6x+c\qquad \begin{cases} x=3\\ y = 5 \end{cases}\implies 5=2(3)^2-6(3)+c\implies \boxed{5=c} \\\\\\ y=2x^2-6x+5~\hfill y(2)=2(2)^2-6(2)+5\implies \blacktriangleright y(2)=1 \blacktriangleleft[/tex]

Answer:

Step-by-step explanation:

If Abe practiced 30 minutes,

Malik practiced 40 minutes.

It's 30:40 minutes;

3:4

Answer:

8

Step-by-step explanation:

area of a triangle= b x h x 1/2 or b x h /2

the base is 4 and the height is 4

4x4/2

=16/2

=8

Answer:

6.7kg - 2.6kg = 4.1kg

Step-by-step explanation:

6 7/10 is equal to 6.7. If we have 6.7kg of pumpkins, but we can't use 2.6kg, then we subtract to find the amount that we can use.

Answer:

The answer is C

Step-by-step explanation:

The formula of a circle is pie radius ^2. Its asking for the surface area. So I got C because you do pie 18^2 and gets you approximately 1017. Although A also says 18 as the radius, it says meters. After you solve a surface area problem you do square meters or square units. For volume you have to use   units cubed or units ^3. Make sure to always do this or your teacher might count you as wrong.

Answer:

Let's first try to find the radius before finding the diameter because when you find the radius, you double it to get the diameter.

To find the radius, use the area for a circle formula and plug in the values you know so far, so the formula is;

A = π[tex]r^{2}[/tex]

What we know:

Plug that area in our equation:-

A = π[tex]r^{2}[/tex]

1,017 = 3.14[tex]r^{2}[/tex]

Solve for r;

÷3.14  ÷3.14

324(approximate) = [tex]r^{2}[/tex]

√324 = r

18 = r, the radius is around 18 square meters (do not mistake the unit for some other unit).

Plug in your options' numbers into the equation;

A = π[tex]r^{2}[/tex]

And by looking at the options, we can see the only number here being used is 18, so we use 18 in the formula for the area of a circle to check if it'll result in 1,017 as the area.

Also: Notice if it says diameter or radius when using this solution, you are looking for the radius first.

Answer:

1200 more beats in 3 seconds or

400 more beats in 1 second

Step-by-step explanation:

A Mosquito beats its wings at a rate of 600 times per second.

A honey bee beats its wings at a rate of 200 times per second.

600 - 200 = 400

The mosquito beats 400 more times per second

400 X 3 = 1200

Answer:

This may or may not help be it might get you close.  

The exercise above is referred to as Hypothesis Testing which is also called Significance Testing.

Significance testing is a method that is used to evaluate a research question. This is important because, after you have set a research question or hypothesis, the next step is to check whether it is Null or not.

Using ∝ = 0.05₂ tail, the conclusion is given as follows:

Z[tex]_{obt}[/tex] = (84-90)/10/[tex]\sqrt{10}[/tex]

      = - 6/10/‭3.1622777

      = -6/‭3.1622777

      = -1.8973666

Z[tex]_{crit}[/tex] = for a two-tailed test with ∝ = 0.05 = = ± 1.960

Because we are looking at the left (negative, fewer) tail, Z[tex]_{crit}[/tex] = -1.960

Since | Z[tex]_{obt}[/tex] = -1.897 | [tex]\geq[/tex] |  Z[tex]_{crit}[/tex] = -1.960 |

It does fall within the critical region for rejection (left tail), therefore we reject the null hypothesis (H₀) and conclude that the average time spent in the institution for the sample of patients is significantly lower than the institution's average stay.

Learn more about Significance Testing at:
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Answer:

perpendicular because they have a positive and negative slope meaning on a graph they would be crossing each other.

Using the z-distribution, as we have the standard deviation for the population, the margin of error is given by:

b. 0.39.

The confidence interval is:

[tex]\overline{x} \pm z\frac{\sigma}{\sqrt{n}}[/tex]

In which:

The margin of error is given by:

[tex]M = z\frac{\sigma}{\sqrt{n}}[/tex]

In this problem, we have a 95% confidence level, hence[tex]\alpha = 0.95[/tex], z is the value of Z that has a p-value of [tex]\frac{1+0.95}{2} = 0.975[/tex], so the critical value is z = 1.96.

As for the other parameters, we have that [tex]\sigma = 1.8, n = 81[/tex].

Hence, the margin of error is given by:

[tex]M = z\frac{\sigma}{\sqrt{n}}[/tex]

[tex]M = 1.96\frac{1.8}{\sqrt{81}}[/tex]

[tex]M = 0.39[/tex]

Hence option b is correct.

More can be learned about the z-distribution at https://brainly.com/question/25890103

Answer:

3

Step-by-step explanation:

3x - 1 < 8

Solve this inequality like a two-step equation.

Add 1 to both sides to cancel the -1.

3x - 1 < 8

3x < 9    Divide both sides by 3 to cancel the 3 in 3x.

x < 3

Find the absolute value (distance the number is from 0).

Absolute value = 3

I hope this helps and please mark me as brainliest!

Answer:

Cite evidence from the text to explain Her as role in Greek mythology

Answer:

1/4

Step-by-step explanation:

Sample Space

Answer:

- 3

Step-by-step explanation:

the equation of a parabola in vertex form is

y = a(x - h)² + k

where (h, k ) are the coordinates of the vertex and a is a multiplier

here (h, k ) = (4, - 3 ) , then

y = a(x - 4)² - 3

to find a substitute x = 5, y = - 6 into the equation

- 6 = a(5 - 4)² - 3 ( add 3 to both sides )

- 3 = a(1)² = a

y = - 3(x - 4)² - 3 ← expand factor using FOIL

y = - 3(x² - 8x + 16) - 3

  = - 3x² + 24x - 48 - 3

  = - 3x² - 24x - 51 ← in standard form

coefficient of the x² term is - 3

Answer:

1.TRUE

2.TRUE

3.TRUE

4.TRUE

5.TRUE

Step-by-step explanation:

THATS MY ANSWER ON MY MODULES

hope it helps as

Answer:

the awnser is or I'm 4th grade

Answer:

D - 27/4

Step-by-step explanation:

2(1/8 + 4) - (3/16 × 8)

= 27/4

Answer:

The numbers added up together is 180, and divide 180 by 5 is 36.

1,6,5,4,6=22.

22/5=4.4

Step-by-step explanation:

You can look it online but as quoted,

"Take each number in the data set, subtract the mean, and take the absolute value. Then take the sum of the absolute values. Now compute the mean absolute deviation by dividing the sum above by the total number of values in the data set. Finally, round to the nearest tenth." -IXL

Answer:

She would have two leftover slices

Step-by-step explanation:

Answer:

She gave each children 1 piece of pie. She will have 2 leftover slices so she can cut both in half and each child can get another half of a single pie.